Talk:Social cue

Bibliography

Assainte, C. Bouvard, M. Centelles, L. Etchegoyhen, K. & Schmitz, C. (2013). From action to interaction: Exploring the contribution of body motion cues to social understanding in typical development and in autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(5), 1140-1150. doi:10.1007/s10803-012-1655-0

Baillon, A., Selim, A., van Dolder, D. (2013). On the social nature of eyes: The effect of social cues in interaction and individual choice tasks. Evolution And Human Behavior, 34(2), 146-154. doi:10.1010/j.evolhumbehav.2012.12.001

Bryan, R., Perona, P., & Adolphs, R. (2012). Perspective distortion from interpersonal distance is an implicit visual cue for social judgments of faces. Plos ONE, 7(9). Doi:10.1371/journal.pone.0045301

Carr, C.T., Vitak, J., & McLaughlin, C. (2013). Strength of social cues in online impression formation: Expanding SIDE research. Communication Research, 40(2), 261-281. doi:10.1177/0093650211430687

Caucci, G.M., & Kreuz, R.J. (2002). Social and paralinguistic cues to sarcasm. Humor: International Journal of Humor Research, 25(1), 1-22.

Corrigan, P.W., & Green, M.F. (1993). Schizophrenic patient’s sensitivity to social cues: The role of abstraction. The American Journal Of Psychiatry, 150(4), 589-594.

Corrigan, P.W., & Nelson, D.R. (1998). Factors that affect social cue recognition in schizophrenia. Psychiatry Research, 78(3), 189-196. Doi:10.1016/S0165-1780(98)00013-4

De Carvalho Filho, M. K., & Yuzawa, M. (2001). The effects of social cues on confidence judgments mediated by knowledge and regulation of cognition. Journal Of Experimental Education, 69(4), 325-343. doi: 10.1080/00220970109599491

De Haan, E. Jellema, T. Kemner, C. Lorteije, J. Van Rign, S. Van T’ Wout, M. & Van England, H. (2009). Involuntary interpretation of social cues is compromised in autism spectrum disorders. Autism Research, 2(4), 192-204. doi:10.1002/aur.83

Garner, M., Clarke, G., Graystone, H., & Baldwin, D.S. (2011). Defensive startle response to emotional social cues in social anxiety. Psychiatry Research, 186(1), 150-152. doi: 10.1016/j.psychres.2010.07.055

Green, J., & Weade, R. Reading between the words: Social cues to lesson participation. Theory Into Practice, 24(1). 14-21. doi: 10.1080/00405848509543141

Greene, D.J., Mooshagian, E., Kaplan, J.T., Zaidel, E., & Iacoboni, M. (2009). The neural correlates of social attention: Automatic orienting to social and nonsocial cues. Psychological Research, 73(4), 499-511. doi:10.1007/s00426-009-0233-3

Guellai, B. Sterir, A. (2011). Cues for early social skills: Direct gaze modulates newborns’ recognition of talking faces. PLoS ONE, 6(4), doi:10.1371/journal.pone.0018610

Hall, C. W., Peterson, A.D., Webster, R.E., Bolen, L.M., & Brown, M.B. (1999). Perception of nonverbal social cues by regular education, ADHD, and ADHD/LD students. Psychology In The Schools, 36(6), 505-514. doi 10.1002

Kopp, F., & Lindenberger, U. (2012). Social cues at encoding affect memory in 4-month-old infants. Social Neuroscience, 7(5), 458-472. Doi:10.1080/17470919.2011.631289

Lafreniere, P. & Smith, R. (2009). Development of children's ability to infer intentions from nonverbal cues. The Journal of Social, Evolutionary, and Cultural Psychology, 3(4), 315-327.

Leekam, S. Solomon, T. & Teoh, Y. (2010). Adults' social cues facilitate young children's use of signs and symbols. Developmental Science, 13(1), 108-119. doi:10.1111/j.1467-7687.2009.00862.x

LoPresti, M. L., Schon, K., Tricarico, M.D., Swisher, J.D., Celone, K.A., & Stern, C.E. (2008). Working memory for social cues recruits orbitofrontal cortex and amygdala: A functional magnetic resonance imaging study of delayed matching to sample for emotional expressions. The Journal of Neuroscience, 28(14), 3718-3728. Doi:10.1523/JNEUROSCI.0464-08.2008

McConnell, A. Rydell, R. Strain, L. & Mackie, D. (2008). Forming implicit and explicit attitudes toward individuals: Social group association cues. Journal of Personality and Social Psychology, 94(5), 792-807. doi:10.1037/0022-3514.94.5.792

Robins, D. L., Hunyadi, E., & Schultz, R.T. (2009). Superior temporal activation in response to dynamic audio-visual emotional cues. Brain and Cognition, 69(2), 269-278. Doi:10.1016/j.bandc.2008.08.007

Ross, R.S., LoPresti, M.L., Schon, K., & Stern, C.E. (2013). Role of the hippocampus and orbitofrontal cortex during the disambiguation of social cues in working memory. Cognitive, Affective & Behavioral Neuroscience, doi:10.3758/s13415-013-0170-x

Straube, B., Green., Jansen, A., Chatterjee, A., & Kircher, T. (2010). Social cues, mentalizing and the neural processing of speech accompanied by gestures. Neuropsychologia, 48(2), 382-393. Doi:10.1016/j.neuropsychologia.2009.09.025 L.Warren18 (talk) 00:08, 4 October 2013 (UTC)

Feedback on references

This looks like a good start. However, realize that this topic is quite broad, which means you'll want to have many different subheadings in your article. Make sure that as you continue to find references and craft your article that you are treating each subtopic with sufficient depth, rather than relying on only a couple of references for each subtopic. Also, one of your references has odd spacing. Always preview your page before saving edits, in order to identify and repair any anomalies on the page before it is published.Gseidman (talk) —Preceding undated comment added 22:25, 6 October 2013 (UTC)

Summary on additions

One subheading that we will be adding to this article will be about disorders that have deficits in social cues, such as Schizophrenia, Autism and ADHD. Another subheading we will be adding will be on new born perception on social cues and or how we learn social cues as a baby. A third subheading will be about helping people better develop social cues in those with deficits. We will work on expanding the definition of social cues as it pertains to this article. Jboone21 (talk) 02:21, 11 October 2013 (UTC)

Feedback on additions

This will be a useful addition for the section on those who have difficulty processing social cues. However, you do not want the article to focus mostly on these special cases. You will want to have good coverage of the ways that social cues normally function. This would include elaborating on the different types of social cues available and their meaning. This will likely also involve referencing other Wiki articles (e.g., facial expression). You will also need sections discussing the impact that social cues have on our everyday social interactions. Social cues are part of "normal" social functioning, so your article should reflect that, and discussion of special cases (e.g., autism) is more of a footnote, and should not be the main focus of the article.Gseidman (talk) 19:52, 14 October 2013 (UTC)

Working on this article as a project

As far as I can tell, this article has been selected to be worked on as part of a uni assignment for a Psychology course. I'm correct, no? Regardless, as the person who created a short stub for this article a couple of months ago (horrified that up until then nothing had existed), I am genuinely thrilled that it now has the expertise it deserves working on it. As a uni student myself, I understand how useful it is to edit a Wikipedia article as an alternative to doing traditional assignments (I've done it at least once in the past), so I wish you all the best. :D--Coin945 (talk) 09:09, 11 October 2013 (UTC)

Some handy hints

Might also be interested in checking out this page: Wikipedia:School and university projects.

It includes links to the following pages:

• Wikipedia:Student assignments, a page of advice and best practices for running Wikipedia assignments
• Wikipedia:Training, a set of training modules for students, educators, and others involved with Wikipedia editing assignments
• Wikipedia:Education program, a portal for U.S. and Canada classrooms to receive more organized support. If you're not from the U.S. and Canada, no worries! Feel free to check out the students assignments page, take the training, and to ask for help/the course instructor right at the education noticeboard.
• Wikipedia:Course pages, a page explaining the how-to behind recording your class' assignment online
• Wikipedia:Education noticeboard, a place to ask for help about using Wikipedia and assignments

And also some helpful advice for your lecturer/tutor. :D--Coin945 (talk) 09:25, 11 October 2013 (UTC)

Peer Review

The content you have thus far is very interesting and thorough. I fixed a couple misspellings. Under the Babies, Infants, and Children section you may want to fix a few grammatical errors. I spotted numerous unnecessary commas. Also under the same section you may want to put the description of what RAI is first so that readers know what it is. Overall, this section is good but certain sentences stating research findings are a bit unclear so you may want to reword those.

I am unsure whether it is necessary to break up the disorders (Schizophrenia, Autism, Social Anxiety, Depression, and ADD/ADHD) into their own main headings. Will you have enough information for each to have them in their own sections? If not, I believe they may be able to be combined into one section. Also, perhaps you may want to remove the sections that are empty until you have further information to provide on the main site.

Overall, the article is well written and very informative. It was easy to understand and you did a good job keeping a neutral tone. --CBriones001 (talk) 01:49, 25 November 2013 (UTC)

I like where your page is going and I agree with much of what tina said, however I think you should go deeper in to the disorders you have listed. I understand that not all of your informations is up, but I am saying make sure you fully explain the disorders, and explain how it relates to social cues; with studies to back it up. I also read in your intro about facial expressions and experience sharing, but they were not really touched on again. So maybe those and other topics like it could also be expanded on. Also maybe there are different theories or different studies that bring up different controversial aspects of social cues. You are keeping a neutral tone which is good but, it would be beneficial to touch on any different controversies in the topic if there are any. I hope my observations help you with your page!! Good luck guys! VSmith001 (talk) 01:54, 25 November 2013 (UTC)

Comments on content and organization

Lead paragraph: The lead paragraph is a little bit long for a lead. The part about ambiguity could be reduced. Also, the paragraph about Zaki’s work doesn’t seem important enough to be included in the lead. This information should be discussed later in the article with maybe just a sentence referring to it here.

General organization: A general section explaining what social cues are and linking to other relevant Wiki articles (such as facial expression or nonverbal communication) would be useful as a subsection prior to the specific applications. I think some of the excess information in the lead paragraph could go into a section like this.

I also think there should be a section on difficulties in perceiving social cues or social cue perception in psychological disorders or some other heading that summarizes this general idea. This heading would have schizophrenia, autism, social anxiety depression, and ADHD as sub-categories under that main heading. I also think it might be a good idea to move that new disorders section as the last section. Put the infants section and the brain section earlier in the article. Also remember that subheadings should only have the first word capitalized unless a word is a proper noun.

Schizophrenia: I think a one sentence description of what schizophrenia is would be useful here, so that readers don’t have to refer to the other article just to know what it is. I would make this same recommendation for the author disorders here (autism, ADHD, etc.). One of the other reviewers made this comment as well.

Link “social cognition” to the Wiki article on that topic.

The Autism section needs to be greatly expanded with more details about specific research findings.

Infants: The use of the word babies in the heading is unnecessary as it means the same thing as infants. The description of Guellai and Steri’s research is somewhat unclear. You should explain how fixating on the adult’s eye region is supposed to be a way to determine that the child was paying attention. Also, how did they find evidence that gaze and voice are readable by babies?

Define abbreviations the very first time they are used in a paragraph (RAI).

Areas of the brain: This section should be renamed brain areas or brain regions. It would be useful to link to some other Wikipedia articles, particularly articles that describe what each brain area is (e.g., prefrontal cortex). Try to make this section less technical. It is very difficult for a novice to understand.

General comments:

Do not use direct quotes. Paraphrase the information.

Please check formatting for citations. Use Wikipedia help live online chat if you are still having trouble.

In some sections, you appear to be referring to multiple studies, but with only one citation. For example, in the areas of the brain section, it says “Past studies have focused on…”. This suggests that there are a bunch of studies that have focused on this. Those original studies should be cited.

It seems that some of the references used may not be the most representative on the topic. For example, in the lead paragraph there is a citation about some very general information on social cues (the first citation), but the article cited is about computer-mediated communication. This seems like an unusual source for information on basic social cues. Sometimes when reading through articles like that, you will find that they cite other articles that discuss the more basic information - You can then find the articles that they cited.

You may want to include a brief section on social cues in Internet communication. You seem to have some references on this topic already. I would also recommend:

McKenna, K. Y. A., & Bargh, J. A. (2000). Plan 9 from Cyberspace: The implications of the Internet for personality and social psychology. Personality and Social Psychology Review, 4, 57-75. doi: 10.1207/S15327957PSPR0401_6

Gseidman (talk) 23:20, 2 December 2013 (UTC)

Skin color and tanning

Are skin color and/or tanning considered as social cues ? In Asia, I have heard that some people go to great lenghts to avoid sun exposure so as to keep their skin whiter while in the west, people go to tanning salons, I guess to get that look of rich people who go on vacations ?

I think this should get a mention in the article ?

96.125.206.230 (talk) 22:28, 20 June 2015 (UTC)

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Participate in the deletion discussion at the nomination page. —Community Tech bot (talk) 18:38, 23 September 2020 (UTC)

Too much unrelated information

The ADHD section contains a fairly detailed explanation of what ADHD is. I think the information is correct, but it isn't related to social cues. I'm deleting it from the article and repasting it here just in case anyone still needs it.

In the DSM, ADHD is classified under two symptom categories, Inattention and Hyperactivity/Impulsivity.

Under the Inattention grouping, the child must exhibit six or more of the following symptoms for at least six months:

• regularly fails to pay close attention to details and or makes careless mistakes in school, work, or other activities
• often has trouble sustaining attention in most activities including play activities
• frequently does not seem to listen when he or she is spoken to directly
• repeatedly does not follow through on instructions and fails to finish schoolwork, chores, or tasks at work
• frequently has trouble organizing activities and other tasks
• regularly avoids, dislikes, and or is unwilling to participate in tasks that require a sustained amount of mental effort such as homework
• repeatedly loses things that are necessary for activities such as homework, pencils, and books
• is often distracted easily by stimuli

Under the Hyperactivity/Impulsivity category, the child must once again exhibit six or more of the following symptoms for at least six months:

• repeatedly fidgets with hands or feet or cannot stay still in his or her seat
• often leaves the classroom or other activities in which he or she is supposed to remain seated
• frequently runs or climbs in inappropriate situations
• often talks excessively
• repeatedly blurts out answers before the question or instructions are given
• has trouble waiting his or her turn, very impatient
• repeatedly interrupts or intrudes on others' conversations or activities

The DSM also states that these symptoms must interfere or cause impairment in the patient's school, home, or work setting.

66.60.96.130 (talk) 21:27, 9 December 2020 (UTC)

Wiki Education assignment: PSYC 115 General Psychology

This article was the subject of a Wiki Education Foundation-supported course assignment, between 30 August 2023 and 15 December 2023. Further details are available on the course page. Student editor(s): Chickenlittle18, Redtotebag, Pinkdinosaurs.72 (article contribs).

— Assignment last updated by TIME137TSS (talk) 01:15, 8 October 2023 (UTC)

Wikipedia Assignment Edits to Social Cues

Article Plan:

1.Reorganize the article by switching the order of the mechanisms and nonverbal cue sections because mechanisms feel more like context/back ground information and it felt like it made sense to put that at the top, closer to the article's overview.

2. Add missing citations in facial cues section because they were missing citations about overgeneralization and gaze cues. Zebrowitz, et al. Brooks&Metzolff

3. Add more information about why we use nonverbal cues because it explained a good amount of what some of our social cues and but not really much about what they're useful for and why we use them.

4.Add a few more examples of motion cues and description of them because there could've been more detail in areas like gaze cues and overgeneralization. — Preceding unsigned comment added by Redtotebag (talk • contribs) 19:41, 20 November 2023 (UTC)